Gender stereotypes in English children’s speech

This article investigates the manifestation of gender stereotypes in English children’s speech and its implications for educational settings. Drawing on linguistic, acoustic, and socio-cultural research, it examines how gendered language patterns emerge in early childhood and influence children's perceptions, behaviors, and academic inclinations, particularly in STEM fields. The study synthesizes findings on children's utterances, perceptual and acoustic dimensions of gendered speech, the role of STEM stereotypes, and the impact of early play environments. It highlights the importance of addressing gender stereotypes through inclusive language practices, diversified role modeling, and the creation of equitable learning environments in homes and educational institutions. The article is targeted toward teachers and educators, providing practical insights and strategies to combat gender bias in the classroom and promote gender equality.